David Neville

Digital Liberal Arts Specialist

Dr. David Neville is the founding director of the Grinnell College Immersive Experiences Lab (GCIEL) and a Digital Liberal Arts Specialist at Grinnell College. He holds a PhD (Washington University in St. Louis, 2002) in German Language and Literature, with emphases in Medieval Studies and Latin and a MS (Utah State University, 2007) in Instructional Technology and Learning Sciences. He has published broadly on topics related to immersive learning environments, instructional games and simulations, problem-based learning, blended learning, and the medieval period in Digital Philology, ReCALL, The Foreign Language Annals, Simulation & Gaming, Computer Assisted Language Learning, Journal of Interactive Teaching and Pedagogy, and Mystics Quarterly. His research interests include situated cognition, virtual reality, and digital game-based learning approaches to second language and culture acquisition. In his spare time, David enjoys running, lifting weights, hiking and camping, playing the classical and electric guitars, and practicing the traditional Japanese martial art of aikido, in which he holds the rank of shodan.

Education and Degrees

Utah State University (Logan, Utah, USA, 2007)
Instructional Technology and Learning Sciences
Concentration in Computer Science; Business Information Systems

Washington University in St. Louis (Missouri, USA, 2002)
German Language and Literature
Concentration in Latin Language and Literature; Medieval Studies

Ludwig-Maximilians-Universität (Munich, Germany, 1999-2000)
DAAD Annual Scholarship (Jahresstipendium) 

Washington University in St. Louis (Missouri, USA, 1997)
German Language and Literature

BA, Honors
Brigham Young University (Provo, Utah, USA, 1994)
German Language and Literature
Minor in Russian Language and Literature

Selected Publications

Refereed Journals

  1. Neville, D., Preast, V., Purcell, S., Kelty-Stephen, D., Arner, T., & French, C. (2020). Using virtual reality to expand teaching and research in the liberal arts. Journal of Interactive Technology and Pedagogy, Issue 17.
  2. Ramey, L., Neville, D., Amer, H., deHaan, J., Durand, M., Essary, B., Howland, R., Kapadia, M., Kronenberg, F., Shelton, B., & Vance, B. (2019). Revisioning the Middle Ages: Immersive environments for teaching medieval languages and culture. Digital Philology: A Journal of Medieval Cultures, 8(1), 86-104.
  3. Yao, S., Queathem, E., Neville, D., & Kelty-Stephen, D. (2018). Teaching movement science with full-body motion-capture in an undergraduate psychology class. Research in Learning Technology, 26.
  4. Neville, D. (2016). Cultivating early trajectories of participation: A blended learning environment for business German. Unterrichtspraxis / Teaching German, 49(1), 57-68.
  5. Neville, D. (2014). The story in the mind: The effect of 3D gameplay on the structuring of written L2 narratives. ReCALL Journal: The Journal of the European Association for Computer Assisted Language Learning, 27(1), 1-17.
  6. Neville, D. & Shelton, B. (2010). Literary and historical 3D-DGBL: Design guidelines. Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research, 41(4), 607-629.
  7. Neville, D. (2010). Structuring narrative in 3D digital game-based learning environments to support second language acquisition. The Foreign Language Annals, 43(3), 445-468.
  8. Neville, D., Shelton, B., & McInnis, B. (2009). Cybertext redux: Using DGBL to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409-424.
  9. Neville, D. (2008). The bodies of the bride: The language of incarnation, transcendence, and time in the poetic theology of the medieval mystic Mechthild of Magdeburg. Mystics Quarterly: The Academic Journal Of Medieval Western-European Mysticism, 34(1-2), 1-34.
  10. Neville, D. & Britt, D. (2007). A problem-based learning approach integrating foreign language into engineering. The Foreign Language Annals, 40(2), 226-246.
  11. Neville, D. (2000). Divergent interpretations of women’s agency and Luther’s political agenda. In Hilary Collier Sy-Quia & Susanne Baackmann (Eds.), Conquering Women: Women and the German Cultural Imagination (pp. 177-198). Berkeley, CA: International and Area Studies.
  12. Neville, D. (1998). Unfashionable observations. The Modern Schoolman: A Quarterly Journal of Philosophy, 76(1), 61-66.
  13. Neville, D. (1996). Giburc as mediatrix: Illuminated reflections of tolerance in Hz. 1104 (Germanisches Nationalmuseum, Nürnberg). Manuscripta: A Journal for Manuscript Research, 40(2), 96-114.

Non-Refereed Journals

  1. Neville, D. (2019). Enhancing the liberal arts with extended reality. University-Industry Innovation Magazine, 2, 28-31. 
  2. Georgieva, M., Craig, E., Pfaff, D., Neville, D., & Burchett, B. (2017). 7 Things You Should Know About AR/VR/MR. Washington, DC: EDUCAUSE Learning Initiative (ELI).
  3. Neville, D. (2011). The future of language education: Facilitating collaboration through technology. The Language Educator, 6(5), 36-38.
  4. Neville, D. (2009). In the classroom: Digital game-based learning in second language acquisition. The Language Educator, 4(6), 47-51.
  5. Neville, D. (2009). Recession-proofing the profession with technology. The Language Educator, 4(2), 52-56.

In the News

Best Article in Die Unterrichtspraxis/Teaching German Award (2017).

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